5th Grade Science Curriculum MapAdditional Resources

http://smartboardgoodies.comSheppard Software--K-6 Interactiveshttp://www.crickweb.co.uk/ K-6http://www.uen.org/k12student/ K-12Pete's PowerPoint Station Steve Spangler ExperimentsInternet4Classrooms-Science ActivitiesEcology ActivitiesPBS Kids--ZOOM Science Activitieshttp://www.stemresources.com/K-5 Science Resources (Rockingham, VA)Magic School Bus Science ExperimentsK-8 "Science Kids" Activitiesscience-class.net (K-8)Bill Nye Printable Science Activities3-6 Grade Science Interactives (uen)

Grade____5_____ Science Pacing GuideInstructional Week _Embedded_Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

Embedded Inquiry

Grade Level ExpectationsGLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams. GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.GLE 0507.Inq.5 Recognize that people may interpret the same results in different ways.GLE 0507.Inq.6 Compare the results of an investigation with what scientists already accept about this question.

Checks for Understanding0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.0507.Inq.2 Identify tools needed to investigate specific questions. 0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations. 0507.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

State Performance IndicatorsSPI 0507.Inq.1 Select an investigation that could be used to answer a specific question.

Grade____5_____ Science Pacing GuideInstructional Week __Embedded______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

Embedded Technology & Engineering

Grade Level ExpectationsGLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.GLE 0507.T/E.2 Recognize that new tools, technology, and inventions are always being developed.GLE 0507.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies.GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants.

Checks for Understanding0507.T/E.1 Explain how different inventions and technologies impact people and other living organisms.0507.T/E.2 Design a tool or a process that addresses an identified problem caused by human activity.0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem.0507.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design.

State Performance IndicatorsSPI 0507.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.SPI 0507.T/E.2 Recognize the connection between a scientific advance and the development of a new tool or technology.

Grade____5_____ Science Pacing GuideInstructional Week ___0_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.

**SET UP SCIENTIST NOTEBOOK TO BE USED THROUGHOUT THE YEAR**

Excellent site to provide guidance and examples:http://www.sciencenotebooks.org/

1st Assignment: Draw a ScientistHave students imagine a scientist at work and “draw what they saw.” Use their sketches to discuss misconceptions about what scientists look like, what they wear, what they do, etc.

2nd Assignment: Scientists _____________.Have students make a list of verbs to fill in the blank. Examples may include: discover, think, explore, experiment, measure, test, etc. Use their answers to jumpstart discussion of things scientists do.

Grade_____5____ Science Pacing GuideInstructional Week ____1____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*See Week 0*

GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.

0507.T/E.1 Explain how different inventions and technologies impact people and other living organisms.

SPI 0507.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.------------

GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants.

0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem.

0507.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design.------------GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.

0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.

*See Week 0*

Common Tools to Observe, Make, Measure A Sightseer’s Guide to EngineeringWheelchairs – Podcast Discovery Education Video Clips:

Measuring Land Count Me In Computers Measuring Water

BrainPOP RobotsBrainPOP CarsBrainPOP Assembly Line----------------

BrainPOP CDBrainPOP Cell PhoneBrainPOP Microscopes

Create a Compass Break It Down Interactive BrainPOP Jane GoodallImages of Science. Invention PlayhouseSystems, Up, Up and Away!----------------BrainPOP Problem Solving Using TablesBrainPOP Science ProjectsBrainPOP Map Skills

TEXTBOOK p. 2-15; ACTIVITY p. 14-15

Grade_____5____ Science Pacing GuideInstructional Week ____2____Academic Vocabulary: multicellular*, unicellular*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.

0507.1.1 Label drawings of plant and animals cells.

0507.1.2 Compare and contrast the basic structures and functions of plant and animal cells.

SPI 0507.1.1 Identify the major parts of plant and animal cells such as, the nucleus,

cell membrane, cell wall, and cytoplasm.

SPI 0507.1.2 Compare and contrast basic structures and functions of plant and animal cells.

------------

GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer

questions and solve problems.

0507.T/E.1 Explain how different inventions and technologies impact people

and other living organisms.

SPI 0507.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.

Loose in the Lab Activity—Edible CellsBiology4KidsBeacon Learning Center:Cell Structures BrainPop, CellsBrainPop, Cell Structures

BrainPOP Cell Specialization BrainPOP Photosynthesis

BrainPOP Passive Transport BrainPOP Carnivorous Plants

BrainPOP Active Transport BrainPOP Sponges

Discovery Education Video Clips: The Nucleus and Cytoplasm Cell Parts in Plants and Animals Parts of a Cell Plant and Animal Cells The Parts of a Cell

Cellular Structure and FunctionPod Cast:  How Can You Tell an Animal Cell from a Plant Cell?Discovery Education Video Clips:

Plant Cells Parts of a Plant Cell Parts of an Animal Cell Multicelled Organisms

-------------------Common Tools to Observe, Make, Measure A Sightseer’s Guide to EngineeringWheelchairs – Podcast Discovery Education Video Clips:

Measuring Land Count Me In Computers Measuring Water

BrainPOP Robots BrainPOP Cars BrainPOP Assembly Line

TEXTBOOK p. 392-393

TEXTBOOK p. 28-35

Grade____5_____ Science Pacing GuideInstructional Week ___3_____Academic Vocabulary: commensalism, interspecific*, nutrition*, parasite, parasitism, symbiosis, mutualism*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem.

0507.2.1 Evaluate producer/consumer, predator/prey, and parasite/host relationships.

0507.2.3 Create a simple model illustrating the interspecific relationships within an ecosystem.SPI 0507.2.1 Describe the different types of nutritional relationships that exist among organisms.

-----------------------GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.

SPI 0507.Inq.1 Select an investigation that could be used to answer a specific question.

GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.

Ecosystem PowerPointBrainPOP BatsBrainPOP Fighting HungerBrainPOP EcosystemsBrainPOP SymbiosisBrainPOP MetamorphosisBrainPOP ConditioningBrainPOP Underwater WorldAnimal DefensesForm and FunctionsYellowstone Food Web LIVING LANDSCAPES: ARE YOU A DISASTER?Ecokids onlineAT HOME UNDER THE CRETACEOUS SEASOdd Couples Discovery Education Video Clips:

Decomposers Process of Decomposition Tropical Rainforest Decomposers (2)

Loose in the Lab Activity: Food Webs

----------------------------

TEXTBOOK p. 38-45; ACTIVITY p. 39

ACTIVITY p. 50-51

Grade____5_____ Science Pacing GuideInstructional Week ___4_____Academic Vocabulary: commensalism, interspecific*, nutrition*, parasite, parasitism, symbiosis, mutualism*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic

relationships.

0507.2.2 Classify interspecific relationships within an ecosystem as mutualism,

commensalism, or parasitism.

SPI 0507.2.2 Distinguish among symbiotic, commensal, and parasitic relationships.

Loose in the Lab Activity—Yeasty Beasty Burps

Pod Cast:  Symbiosis  and  worksheet 

Discovery Education Video Clips: Symbiosis Small Creatures Helping Larger Creatures... What Is a Symbiotic Relationship? Lessons From the Reef

Symbiois PowerPoint

BrainPOP Symbiosis

BrainPOP ProtozoaBrainPOP BatsBrainPOP EcosystemsBrainPOP Underwater World

TEXTBOOK p. 46-48

Use models, projects, and activities to reinforce

Grade____5_____ Science Pacing GuideInstructional Week ____5____Academic Vocabulary: food energy*, photosynthesis

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to

obtain energy.

0507.3.1 Identify the cell structures that enable plants to conduct photosynthesis.

0507.3.2 Design a graphic organizer that illustrates the difference between plants and

animals in the movement of food energy through an ecosystem.

SPI 0507.3.1 Identify photosynthesis as the food manufacturing process in plants.

SPI 0507.3.2 Compare how plants and animals obtain energy.

Plant Energy PowerPoint PhotosynthesisAnimated diagram of photosynthesisPhotosynthesisClimbers and CreepersMagic Bus:   Photosynthesis BrainPOP AlgaeBrainPOP MetabolismBrainPOP PhotosynthesisBrainPOP Plant GrowthBrainPOP Fighting HungerDiscovery Education Video Clips:

Bulbs Falling Colors Exploring the Oceans Leaves

Illuminating Photosynthesis

Discovery Education Video Clips: Ingredients for Life: The Food Chain Food Producers and Consumers

Producers and Consumers (2)

TEXTBOOK p. 54-61;

ACTIVITY p. 61 (#3) Draw Conclusions

Grade____5_____ Science Pacing GuideInstructional Week ____6____Academic Vocabulary: natural disaster*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the environment.0507.2.4 Analyze basic information from a body of text to identify key issues or assumptions about the relationships among organisms in an ecosystem.0507.2.5 Create a poster to illustrate how human activities and natural disasters affect the environment.SPI 0507.2.3 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.

------------------------GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.SPI 0507.Inq. Select an investigation that could be used to answer a specific question.

-----------------------GLE 0507.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.0507.T/E.2 Design a tool or a process that addresses an identified problem

caused by human activity.

Loose in the Lab Activity—Hurricanes, Tornadoes, and FloodsKeeping a Field JournalDiscovery Education Video Clips:

Controlling and Reducing Pollution Tips for Source Reduction When Shopping Preserving and Protecting Habitats The Business of Recycling Reduce, Reuse, Recycle: What You Can Do

BrainPOP Population GrowthBrainPOP Water PollutionBrainPOP VolcanoesBrainPOP Natural DisastersBrainPOP AvalanchesBrainPOP Humans and the EnvironmentBrainPOP Air PollutionBrainPOP Global WarmingBrainPOP Greenhouse EffectBrainPOP HurricanesBrainPOP Ozone LayerBrainPOP Scientific MethodBrainPOP PlasticBrainPOP South PoleBrainPOP Floods---------------------------------------------

----------------------------------------------Research recycling options and design an action plan

TEXTBOOK p. 64-77

ACTIVITY p. 65--Explore

Grade____5_____ Science Pacing GuideInstructional Week ____7____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals.

0507.5.1 Classify animals according to their physical characteristics.

0507.5.2 Design a model to illustrate how an animal’s physical characteristics enable it to survive in a particular environment.

SPI 0507.5.1 Identify physical and behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment.

Organization Living Things PowerPoint, worksheet 

   Animals in the Outback

W hy Do Animals Hibernate In The Winter? | An inquiry challenge about hibernation.

Introducing Biodiversity

BrainPop Diversity of Life library

Discovery Education Video Clips: Butterfly Adaptations Characteristics of Butterflies Butterflies: Hide, Trick, and Surprise Lizard Scales and Camouflage

TEXTBOOK p. 108-127

ACTIVITY p. 111 (Quick Lab)

ACTIVITY p. 112 (Science Background)

Grade____5_____ Science Pacing GuideInstructional Week ____8____Academic Vocabulary: fossil formation*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and

environments that existed in the past and those that currently exist.

0507.5.3 Identify the processes associated with fossil formation.

0507.5.4 Use fossil evidence to describe an environment from the past.

0507.5.5 Use fossils to match a previously existing organism with one that exists today.

SPI 0507.5.2 Explain how fossils provide information about the past.

Loose in the Lab Activity—Squished Fish and Climate Change

BrainPOP FossilsBrainPOP Human EvolutionBrainPOP Geologic TimeBrainPOP Hibernation

Trace Fossils

Unusual Suspects

Discovery Education Video Clips: Variability in Measurement Example 1: Human Variation in Measuring Why Did the Dinosaurs Become Extinct? Researching Dinosaurs What Fossils Tell Us About Dinosaurs

TEXTBOOK p. 128-132

ACTIVITY p. 129 (Differentiated Instruction)

ACTIVITY p. 132 (Homework Activity)

ACTIVITY p. 127 (Quick Lab)

Grade____5_____ Science Pacing GuideInstructional Week ____9____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*REVIEW ACTIVITIES*EXTENSION ACTIVITIES

Grade____5_____ Science Pacing GuideInstructional Week ____10____Academic Vocabulary: environmental, genetic information*, heredity traits*, inherited traits, traits*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.4.1 Describe how genetic information is passed from parents to offspring during reproduction.

0507.4.1 Explain how genetic information is transmitted from parents to offspring.

SPI 0507.4.1 Recognize that information is passed from parent to offspring during reproduction.

----------------------------

GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.

0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.

  Heredity PowerPoint Human Body Vocabulary PowerPoint

Loose in the Lab Activity—Punnett Square PuzzlesLoose in the Lab Activity—PTC Taste Tests

Bunny Babies - Heredity experiment

What Makes You You?   What Makes Me Me?

BrainPOP Asexual ReproductionBrainPOP HeredityBrainPOP PollinationBrainPOP ProtozoaBrainPOP HoneybeesBrainPOP Reproductive SystemBrainPOP Babies

Discovery Education Video Clips: Genes and DNA Offspring Genes, Genetics, and DNA: A Review

--------------------------------------

TEXTBOOK p. 88-95

TEXTBOOK p. 97 (Math in Science)

Grade_____5____ Science Pacing GuideInstructional Week ___11_____Academic Vocabulary: environmental, genetic information*, heredity traits*, inherited traits, traits*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.4.2 Recognize that some characteristics are inherited while others result from interactions with the environment.

0507.4.2 Create a chart that compares hereditary and environmental traits.

0507.4.3 Distinguish between a scar and a birthmark in terms of their origins.

SPI 0507.4.2 Distinguish between inherited traits and those that can be attributed to the environment.

-----------------------------------------

GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.

0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.

Loose in the Lab Activity—Nature vs. Nurture

A Nature and Nurture Walk in Mendel Park

BrainPOP Behavior BrainPOP FacesBrainPOP GeneticsBrainPOP DNA

Discovery Education Video Clips: Other Types of Actions Conclusion What are Instincts?

A Better Understanding

---------------------------------

TEXTBOOK p. 98-105

ACTIVITY p. 99 (Explore)

Grade____5_____ Science Pacing GuideInstructional Week ____12____Academic Vocabulary: chemical properties, states of matter, dissipate

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.9.1 Observe and measure the simple chemical properties of common substances.

0507.9.1 Compare the simple chemical properties of common substances.

SPI 0507.9.1 Distinguish between physical and chemical properties.

----------------------------------

Tools:

GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.

0507.Inq.2 Identify tools needed to investigate specific questions.

----------------------------------

GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

0507.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

Loose in the Lab Activity—EcoPeanut Puzzle

Understanding Chemical and physical changesChemical and physical changes Physical and Chemical   Changes - PowerPointProperty changes

BrainPOP Measuring Matter

Discovery Education Video Clips: Physical Changes Chemical Changes versus Physical Changes Phase Changes in Matter Physical Changes in Matter

Model of an atom------------------------------------xxxxx

-----------------------------------

TEXTBOOK p. 258-275 (stop at “buoyancy”)

ACTIVITY p. 271 (Explore) or variation of activity

Grade_____5____ Science Pacing GuideInstructional Week ___13_____Academic Vocabulary: chemical properties, states of matter

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.9.1 Observe and measure the simple chemical properties of common substances.

0507.9.1 Compare the simple chemical properties of common substances.

SPI 0507.9.1 Distinguish between physical and chemical properties.

Loose in the Lab Activity—EcoPeanut Puzzle

Loose in the Lab ideas—Conduction Wheel, Paper Clip Drip

Understanding Chemical and physical changesChemical and physical changes Physical and Chemical   Changes - PowerPointProperty changes

BrainPOP Measuring Matter

Discovery Education Video Clips: Physical Changes Chemical Changes versus Physical Changes Phase Changes in Matter Physical Changes in Matter

TEXTBOOK p. 276-278

Grade____5_____ Science Pacing GuideInstructional Week ___14_____Academic Vocabulary: condensation*, dissipate, evaporate*, freeze*, melt*, states of matter

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.9.2 Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate.

0507.9.2 Investigate how different types of materials freeze, melt, evaporate, or dissipate.

SPI 0507.9.2 Describe the differences among freezing, melting, and evaporation.

-----------------------------------

GLE 0507.9.3 Investigate factors that affect the rate at which various materials freeze, melt, or evaporate.

0507.9.3 Use data from a simple investigation to determine how temperature change affects the rate of evaporation and condensation.

SPI 0507.9.3 Describe factors that influence the rate at which different types of material freeze, melt, or evaporate.

-----------------------------------GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.

0507.Inq.2 Identify tools needed to investigate specific questions.

Loose in the Lab Activity—See Thru FatIce experimentsChanging States of MatterBrainPOP Matter Changing StatesDiscovery Education Video Clips:

Types of Matter Liquid, Solid, and Gas Classification of Matter A Closer Look at the States of Matter

------------------------------

Loose in the Lab Activity—Catching Ice CubesBrainPOP Matter Changing StatesBrainPOP Property Changes

Discovery Education Video Clips: Adding Energy: Boiling States of Matter Temperature, Pressure, and Other Factors Melting and Freezing Adding Energy: Melting

------------------------------------

TEXTBOOK p. 282-289

QUICK LAB p. 287

ACTIVITY p. 283 (Explore)

Grade_____5____ Science Pacing GuideInstructional Week ___15 +_____Academic Vocabulary: chemical properties

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.9.1 Observe and measure the simple chemical properties of common substances.

0507.9.1 Compare the simple chemical properties of common substances.

SPI 0507.9.1 Distinguish between physical and chemical properties.

-------------------------------------

GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.

SPI 0507.Inq.1 Select an investigation that could be used to answer a specific question.

CONTINUED ON NEXT PAGE

Loose in the Lab Activity—EcoPeanut Puzzle

Understanding Chemical and physical changesChemical and physical changes Physical and Chemical   Changes - PowerPointProperty changes

BrainPOP Measuring Matter

Discovery Education Video Clips: Physical Changes Chemical Changes versus Physical Changes Phase Changes in Matter Physical Changes in Matter

-----------------------------------

TEXTBOOK p. 292-299

ACTIVITY p. 293

Grade____5_____ Science Pacing GuideInstructional Week ____16____Academic Vocabulary: chemical properties

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

0507.9.1 Observe and measure the simple chemical properties of common substances.

0507.9.1 Compare the simple chemical properties of common substances.

SPI 0507.9.1 Distinguish between physical and chemical properties.

--------------------------

GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.

0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.

CONTINUED FROM WEEK 15

Loose in the Lab Activity—EcoPeanut Puzzle

Understanding Chemical and physical changesChemical and physical changes Physical and Chemical   Changes - PowerPointProperty changes

BrainPOP Measuring Matter

Discovery Education Video Clips: Physical Changes Chemical Changes versus Physical Changes Phase Changes in Matter Physical Changes in Matter

--------------------------------------------------

TEXTBOOK p. 292-299

ACTIVITY p. 300-301

Grade____5_____ Science Pacing GuideInstructional Week ____17____Academic Vocabulary: potential energy, kinetic energy

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.10.1 Design an experiment to illustrate the difference between potential and kinetic energy.

0507.10.1 Design and conduct an investigation to demonstrate the difference between potential and kinetic energy.

0507.10.2 Create a graphic organizer that illustrates different types of potential and kinetic energy.

SPI 0507.10.1 Differentiate between potential and kinetic energy.

----------------------------------

GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.

0507.Inq.2 Identify tools needed to investigate specific questions.

GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

0507.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

Potential and Kinetic Energy:   Spool Racer  

Potential energy

Kinetic energy

BrainPOP Forms of EnergyBrainPOP Kinetic EnergyBrainPOP Potential Energy

Discovery Education Video Clips: Potential and Kinetic Energy Kinetic Energy Chemical Potential Energy How Much Energy Is Needed? Potential and Kinetic Energy

-----------------------------------------

TEXTBOOK p. 336-343

ACTIVITY p. 337

Grade____5_____ Science Pacing GuideInstructional Week ___18_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*REVIEW ACTIVITIES FOR WEEKS 1-17

*EXTENSION ACTIVITIES FOR WEEKS 1-17

Grade____5_____ Science Pacing GuideInstructional Week ____19____Academic Vocabulary: constellation, star pattern*, gravity

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.6.1 Compare planets based on their known characteristics.

0507.6.1 Develop a chart that communicates the major characteristics of each planet.

SPI 0507.6.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion.

SPI 0507.6.2 Select information from a complex data representation to draw conclusions about the planets.

---------------------------GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.

SPI 0507.Inq.1 Select an investigation that could be used to answer a specific question.

GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.

0507.Inq.2 Identify tools needed to investigate specific questions.

Loose in the Lab Activity—Atmospheric OpacityLoose in the Lab Activity—Olympus Mons(ter)

Smithsonian - The Best of the Solar System The Solar System Stargazing Space Sense Planetary Profiles

BrainPop Space Library

Discovery Education Video Clips: Planets The Objects that Orbit the Sun Our Solar System Our Solar System Introduction

Discovery Education Lesson Plan: PDF  Microsoft Word

Discovery Education Video Clips: The Sun At Different Times of Day Learning How the Sun Sets The Sun and Earth The Movement of the Earth

--------------------------------------------

TEXTBOOK p. 152-159

ACTIVITY p. 153 (Explore)

Grade_____5____ Science Pacing GuideInstructional Week ___20_____Academic Vocabulary: constellation, star pattern*, gravity

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.6.1 Compare planets based on their known characteristics.

0507.6.1 Develop a chart that communicates the major characteristics of each planet.

SPI 0507.6.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion.

SPI 0507.6.2 Select information from a complex data representation to draw conclusions about the planets.

Loose in the Lab Activity—Atmospheric OpacityLoose in the Lab Activity—Olympus Mons(ter)

Smithsonian - The Best of the Solar System The Solar System Stargazing Space Sense Planetary Profiles

BrainPop Space Library

Discovery Education Video Clips: Planets The Objects that Orbit the Sun Our Solar System Our Solar System Introduction

Discovery Education Lesson Plan: PDF  Microsoft Word

Discovery Education Video Clips: The Sun At Different Times of Day Learning How the Sun Sets The Sun and Earth The Movement of the Earth

TEXTBOOK p. 162-169

ACTIVITY p. 163 (Explore)

Grade____5_____ Science Pacing GuideInstructional Week ____21____Academic Vocabulary: constellation, star pattern*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns.

0507.6.2 Use images of the night sky to identify different seasonal star patterns.

0507.6.3 Research a star pattern using a chart.

SPI 0507.6.3 Identify methods and tools for identifying star patterns.

Stars

The Color of a Star Song

Cosmos4kids:  Stars

Space tools Inventions from Space - Spinoffs Memory Game

BrainPOP Solstice and Equinox

Discovery Education Video Clips: Lowell's Observatory Studying the Stars Introduction to the Night Sky Cassiopeia, Capella, and Auriga Heavenly Ceiling

TEXTBOOK p. 172-183

ACTIVITY p. 179 (Differentiated Instruction)

Grade____5_____ Science Pacing GuideInstructional Week ____22____Academic Vocabulary: core, crust, earthquake, faulting, plane, plate movement, tsunami

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.

0507.7.1 Create a model to illustrate geologic events responsible for changes in the earth’s crust.

0507.7.2 Prepare a chart to compare how volcanoes, earthquakes, faulting, and plate movements affect the earth’s surface features.

SPI 0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth’s major geological features such as mountains, valleys, etc.

------------------------------GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.

SPI 0507.Inq.1 Select an investigation that could be used to answer a specific question.

BrainPOP Plate TectonicsBrainPOP VolcanoesBrainPOP EarthquakesBrainPOP MountainsLoose in the Lab Activity—Pacific Plate and Ring of FireLoose in the Lab Activity—Dome ExplosionsLoose in the Lab Activity—Graham Cracker TectonicsInteractive Dynamic Earth Interactive Volcanoes

Animations for Earthquake Terms and Concepts  Amplification               Normal FaultBlind Thrust Fault                 1906 San Andreas FaultForeshocks/Aftershocks       Attenuation Thrust Fault (video) Elastic Rebound Asperity                      Strike-Slip FaultDivergent Boundary         Earthquakes For KidsWhen the Bay Area Quakes (video)     

Animations for Plate Movements, Plate TechtonicsPlate Tectonics           World Plate Boundaries              Plate Movements/Plate Techtonics      Ring of Fire

Volcanoes – How They Affect Geological FeaturesVolcano Facts              Volcano Videos Volcano Eruptions           Hawaiian Volcano Observatory Volcano Lesson Plan & Test 

 Discovery Education Video Clips: Folding Video Quiz: Why Land Goes Up and Down

TEXTBOOK p. 194-205

ACTIVITY p. 195

Grade____5____ Science Pacing GuideInstructional Week ____23____Academic Vocabulary: core, crust, earthquake, faulting, plane, plate movement, tsunami, volcano

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.

0507.7.1 Create a model to illustrate geologic events responsible for changes in the earth’s crust.

0507.7.2 Prepare a chart to compare how volcanoes, earthquakes, faulting, and plate movements affect the earth’s surface features.

SPI 0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth’s major geological features such as mountains, valleys, etc.

-------------------------------

GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.

0507.Inq.2 Identify tools needed to investigate specific questions.

BrainPOP Plate TectonicsBrainPOP VolcanoesBrainPOP EarthquakesBrainPOP MountainsLoose in the Lab Activity—Pacific Plate and Ring of FireLoose in the Lab Activity—Dome ExplosionsLoose in the Lab Activity—Graham Cracker TectonicsInteractive Dynamic Earth Interactive Volcanoes

Animations for Earthquake Terms and Concepts  Amplification               Normal FaultBlind Thrust Fault                 1906 San Andreas FaultForeshocks/Aftershocks       Attenuation Thrust Fault (video) Elastic Rebound Asperity                      Strike-Slip FaultDivergent Boundary         Earthquakes For KidsWhen the Bay Area Quakes (video)     

Animations for Plate Movements, Plate TechtonicsPlate Tectonics           World Plate Boundaries              Plate Movements/Plate Techtonics      Ring of Fire

Volcanoes – How They Affect Geological FeaturesVolcano Facts              Volcano Videos Volcano Eruptions           Hawaiian Volcano Observatory Volcano Lesson Plan & Test 

 Discovery Education Video Clips: Folding Video Quiz: Why Land Goes Up and Down

TEXTBOOK p. 208-215

VOLCANO MODEL

Grade____5_____ Science Pacing GuideInstructional Week ____24____Academic Vocabulary: core, crust, earthquake, faulting, plane, plate movement, tsunami

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.

0507.7.1 Create a model to illustrate geologic events responsible for changes in the earth’s crust.

0507.7.2 Prepare a chart to compare how volcanoes, earthquakes, faulting, and plate movements affect the earth’s surface features.

SPI 0507.7.1 Describe internal forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earth’s major geological features such as mountains, valleys, etc.

----------------------------------------GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants.0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem.0507.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design.----------------------------------------GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.0507.T/E.1 Explain how different inventions and technologies impact people and other living organisms.SPI 0507.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.GLE 0507.T/E.2 Recognize that new tools, technology, and inventions are always being developed.

BrainPOP Plate TectonicsBrainPOP VolcanoesBrainPOP EarthquakesBrainPOP MountainsLoose in the Lab Activity—Pacific Plate and Ring of FireLoose in the Lab Activity—Dome ExplosionsLoose in the Lab Activity—Graham Cracker TectonicsInteractive Dynamic Earth Interactive Volcanoes

Animations for Earthquake Terms and Concepts  Amplification               Normal FaultBlind Thrust Fault                 1906 San Andreas FaultForeshocks/Aftershocks       Attenuation Thrust Fault (video) Elastic Rebound Asperity                      Strike-Slip FaultDivergent Boundary         Earthquakes For KidsWhen the Bay Area Quakes (video)     

Animations for Plate Movements, Plate TechtonicsPlate Tectonics           World Plate Boundaries              Plate Movements/Plate Techtonics      Ring of Fire

Volcanoes – How They Affect Geological FeaturesVolcano Facts              Volcano Videos Volcano Eruptions           Hawaiian Volcano Observatory Volcano Lesson Plan & Test 

 Discovery Education Video Clips: Folding Video Quiz: Why Land Goes Up and Down

TEXTBOOK p. 218-227

IMPACT OF EARTHQUAKE ON BUILDINGS; p. 226

ACTIVITY p. 246-247

Grade____5_____ Science Pacing GuideInstructional Week ____25____Academic Vocabulary: atmospheric conditions*, hurricane, tornado

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

0507.8.1 Compare the climates of coastal and inland areas at similar latitudes to demonstrate the ocean’s impact on weather and climate.

0507.8.3 Use weather maps of the United States to graph temperature and precipitation for inland and coastal regions.

SPI 0507.8.1 Describe the effects of the oceans on weather and climate.

---------------------------

GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.

SPI 0507.Inq.1 Select an investigation that could be used to answer a specific question.

GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.

0507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.

Latitude and Longitude chart and worksheet

Atmosphere       

  plus climograph 1data & worksheet, climograph 2 data & worksheet, climograph   3 data & worksheet

BrainPOP Climate TypesBrainPOP OceansBrainPOP Ocean CurrentsBrainPOP Tides

Discovery Education Video Clips: Introduction Oceans: The Largest Ecosystem on Earth Physical features The Earth's Five Oceans

-------------------------------------

--------------------------------------

TEXTBOOK p. 230-235

ACTIVITY p. 231

ACTIVITY p. 240-241

Grade____5_____ Science Pacing GuideInstructional Week ____26____Academic Vocabulary: atmospheric conditions*, hurricane, tornado

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

0507.8.2 Use land maps to demonstrate how mountain ranges affect weather and climate.

0507.8.4 Use local environmental information to analyze how weather and climate are affected by landforms and bodies of water.

SPI 0507.8.2 Explain how mountains affect weather and climate.

-----------------------------------

GLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

0507.8.1 Compare the climates of coastal and inland areas at similar latitudes to demonstrate the ocean’s impact on weather and climate.

0507.8.4 Use local environmental information to analyze how weather and climate are affected by landforms and bodies of water.

Land Map worksheet

Laboratory activity

Weather Station Class Project including rubric Latitude and Longitude chart and worksheet

Mountain weather

The Mountain Climate BrainPOP MountainsBrainPOP Climate Types

Discovery Education Video Clips: Mountain Valleys Snow and Frost: Cold Air and Moisture

-----------------------------------------

TEXTBOOK p. 236-238

ACTIVITY p. 146-147

Grade____5_____ Science Pacing GuideInstructional Week ____27____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*Review Activities for Weeks 1-26.

*Extension Activities for Weeks 1-26.

Grade_____5____ Science Pacing GuideInstructional Week ___28__(3 PAGES)___Academic Vocabulary: applied force*, gravity, plane

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.11.1 Design an investigation, collect data and draw conclusions about the relationship among mass, force, and distance traveled.

0507.11.1 Predict how the amount of mass affects the distance traveled given the same amount of applied force.

0507.11.2 Prepare statements about the relationship among mass, applied force, and distance traveled.

0507.11.3 Design and conduct experiments using a simple experimental design to demonstrate the relationship among mass, force, and distance traveled.

SPI 0507.11.1 Explain the relationship that exist among mass, force, and distance traveled.

Unit plan on Motion  Motion vocabulary Mass, Force, and Distance Partner Activity Cotton Ball Catapult Force and Motion Races Activity Motion worksheetForce and Motion labMass, Force, and Distance Partner Activity Cotton Ball Catapult Force and Motion Races Activity  Force Fun Partner Activity Motion worksheetBrainPOP Newton's Laws of MotionBrainPOP GravityBrainPOP Wheel and AxleBrainPOP LeversBrainPOP WorkBrainPOP BridgesBrainPOP PulleyDiscovery Education Video Clips:

Laws of Motion Isaac Newton's Three Laws of Motion Review Second Law of Motion

TEXTBOOK p. 310-327 ALL WEEK

Grade____5_____ Science Pacing GuideInstructional Week ___28 CONTINUED_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.12.1 Recognize that the earth attracts objects without directly touching them.0507.12.1 Explain and give examples of how forces act at a distance. SPI 0507.12.1 Recognize that the earth attracts objects without touching them.

-------------------------------------

GLE 0507.12.2 Investigate how the shape of an object influences the way that it falls toward the earth.0507.12.2 Demonstrate how the shape of an object affects how it falls toward the earth.SPI 0507.12.2 Identify the force that causes objects to fall to the earth.

Forces in Nature Unit plan

Loose in the Lab Activity—Maple Seed FlyerLoose in the Lab Activity—Helicopter DropGravity and Magnetism worksheetEarth's GravityWhat's Your Shape labCreate a CompassThe Untouchables

BrainPOP GravityBrainPOP ForceBrainPOP Earth

Discovery Education Video Clips: Learning the Benefits of Gravity Gravity Force of Gravity

--------------------------------------Loose in the Lab Activity—Maple Seed FlyerLoose in the Lab Activity—Helicopter DropWhat's Your Shape labBrainPOP GravityBrainPOP ForceBrainPOP International Space StationBrainPOP Newton's Laws of MotionBrainPOP BridgesBrainPOP Earth

Grade_____5____ Science Pacing GuideInstructional Week ___28_CONTINUED____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.12.3 Provide examples of how forces can act at a distance.0507.12.3 Design and explain an investigation exploring the earth’s pull on objects.SPI 0507.12.3 Use data to determine how shape affects the rate at which a material falls to earth.

---------------------------

GLE 0507.Inq.6 Compare the results of an investigation with what scientists alreadyaccept about this question.

BrainPOP ElectromagnetsBrainPOP Magnetism

Loose in the Lab Activity—Levitating MagnetsLoose in the Lab Activity—Magnet Strength

Magnet Movers LabMagnetic Poles lab

----------------------------------

ACTIVITY p. 323

Grade____5_____ Science Pacing GuideInstructional Week ____29____Academic Vocabulary: applied force*, kinetic energy, potential energy

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.11.1 Design an investigation, collect data and draw conclusions about the relationship among mass, force, and distance traveled.

0507.11.1 Predict how the amount of mass affects the distance traveled given the same amount of applied force.

0507.11.2 Prepare statements about the relationship among mass, applied force, and distance traveled.

0507.11.3 Design and conduct experiments using a simple experimental design to demonstrate the relationship among mass, force, and distance traveled.

SPI 0507.11.1 Explain the relationship that exist among mass, force, and distance traveled.

--------------------------------------------GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

0507.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

Unit plan on Motion  Motion vocabulary Mass, Force, and Distance Partner Activity Cotton Ball Catapult Force and Motion Races Activity Motion worksheetForce and Motion labMass, Force, and Distance Partner Activity Cotton Ball Catapult Force and Motion Races Activity  Force Fun Partner Activity Motion worksheetBrainPOP Newton's Laws of MotionBrainPOP GravityBrainPOP Wheel and AxleBrainPOP LeversBrainPOP WorkBrainPOP BridgesBrainPOP PulleyDiscovery Education Video Clips:

Laws of Motion Isaac Newton's Three Laws of Motion Review Second Law of Motion

-----------------------------------

TEXTBOOK p. 328-333

QUICK LAB p. 329

ACTIVITY p. 334-335

Grade____5_____ Science Pacing GuideInstructional Week ____30____Academic Vocabulary: conduction, convection, kinetic energy, potential energy, radiation

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.

0507.10.3 Describe the differences among conduction, convection, and radiation.

0507.10.4 Create a poster to illustrate the major forms of energy.

0507.10.5 Demonstrate different ways that energy can be transferred from one object to another.

SPI 0507.10.2 Use data from an investigation to determine the method by which heat energy is transferred from one object or material to another.

Loose in the Lab Activity—Radiometer StudiesLoose in the Lab Activity—Convection TubeLoose in the Lab Activity—Conduction WheelLoose in the Lab Activity—Paper Clip Drip

Transfer of Thermal Energy

Heat transfer

BrainPOP HeatBrainPOP Fire

Discovery Education Video Clips: Alternatives to Fossil Fuels Losing Heat Fast Where Does the Heat Go? Energy from the Sun Forms of Energy

TEXTBOOK p. 346-355

QUICK LAB p. 353

Grade____5_____ Science Pacing GuideInstructional Week ____31____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies.

SPI 0507.T/E.2 Recognize the connection between a scientific advance and the development of a new tool or technology.---------------------------------------

GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants.

0507.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design.0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem.

  Inventions from Space - Spinoffs Memory Game

The Science Toy Maker Home Page

Discovery Education Video Clips: Many Uses of Satellites Dinosaurs and Fossils The Wright Brothers Molds

BrainPOP CDBrainPOP RefrigeratorBrainPOP RobotsBrainPOP Fax MachineBrainPOP International Space StationBrainPOP Apollo ProjectBrainPOP Cell PhoneBrainPOP Digital AnimationBrainPOP NanotechnologyBrainPOP Outer Solar SystemBrainPOP Microscopes

-------------------------------------------Create a Compass Break It Down InteractiveBrainPOP Jane GoodallSystems, Up, Up and Away!Images of Science. Invention Playhouse

TEXTBOOK p. 372-377

TEXTBOOK p. 388-391

Grade____5_____ Science Pacing GuideInstructional Week __32-33______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*Review for TCAP

Grade____5_____ Science Pacing GuideInstructional Week ___34_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*TCAP WEEK

Grade____5_____ Science Pacing GuideInstructional Week ___35-37_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

Ideas:

*Reteach areas of weakness to prevent gaps

*Science Fair

*Work with 6th grade science teacher to get ideas for things you can work on to prepare students for next grade level

*Additional labs and hands-on activities

*Science Enrichment

*Reinforce Inquiry and Technology and Engineering Standards

Grade_________ Science Pacing GuideInstructional Week ________Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**